Research Information System
5th International Conference on Science, Mathematics, Entrepreneurship and Technology Education , Balıkesir, Turkey, 17 - 19 May 2025, pp.461-462, (Summary Text)
In the 21st century, when a digital transformation is experienced, the concept of digital pedagogy emerges in the field of education, which is affected by this transformation, with the inclusion of digital technologies in teaching processes. Teachers need to develop their digital pedagogical competencies in order to include digital content in the teaching process and enable their students to benefit from learning opportunities through digital technologies. In this case, professional development programs that will also develop teachers' digital pedagogical competencies have become a necessity. In such a professional development program, it is assumed that the effects of providing professional development for teachers as a member of a research community will be significant. The purpose of this study is to identify the needs of the Research Community-Based In-Service Professional Development Program for Teachers Based on Digital Pedagogy. The data of the research, which was conducted with the case study method, one of the qualitative research designs, were obtained from the semi-structured teacher and academician interview form and literature review. The academician study group consists of five volunteer faculty members who are experts in the field of Curriculum and Instruction and Computer Education and Instructional Technology. The teacher study group consisted of 17 volunteer teachers working in Bursa in 2023-2024. The themes-categories-codes that emerged as a result of the content analysis of the data were explained and interpreted. As a result of the research, it was determined that teachers' technological content knowledge and usage competencies in the field of “digital pedagogy”, competencies such as active participation and cooperation in the field of “research community”, research processes competencies in the field of “scientific research”, and the need to enrich course content with digital technologies suitable for the target audience in the field of “instructional design”. This study is derived from a doctoral dissertation prepared by the first author under the supervision of the second author.